Análisis del programa computadores para educar como parte de la política educativa colombiana en tecnologías de la información y las comunicaciones entre 1998 y 2018

Abstract

This doctoral thesis addresses the public policy of information and communications technologies in Colombia, in the Computers for Education Program, in a historical perspective from a qualitative research approach and from the qualitative-interpretative epistemological paradigm, with a methodological design that included semi-structured interviews and documentary analysis. The central objective was to analyze the 'Computers for Education' Program between 1998-2018, as part of the public policy in information and communications technologies, through a critical approach to establish the relationship and tensions between the educational sector and the development approaches implemented in this period in Colombia. This doctoral dissertation seeks to contribute to the study of public educational policies in Colombia, taking into account that public policy is a social construction, and therefore the points of view of the actors of public policy were taken into account, considering these policies as discursive constructions, made up of narratives or stories, obtained through interviews, and in which the discourses of the actors involved together with the subjective, cognitive, discursive, argumentative, theoretical and narrative factors are vital elements in the analysis. Given the above, this doctoral thesis allowed to determine what were the causes that gave rise to the birth of the Computers for Education Program, through the investigation of primary and secondary sources; as well as to identify the stories of the primary sources, around, the formulation and implementation of the Program and the narratives of the Program actors in relation to the concepts of development, economic growth and the main results of the Program during its first 20 years of operation.